Counter-Colonial Perspectives

Thematic Section coordinator

Monica Ferreira Lemos: monica.lemos@gmail.com

Introduction

Lev Vygotsky’s socio-cultural theory of cognitive development has significantly influenced educational psychology, particularly in how social interactions shape cognitive processes. However, the traditional interpretation of Vygotsky’s work often remains embedded within Eurocentric paradigms, failing to engage with the diverse experiences of non-Western societies. This Special Interest Group (SIG) proposes to critically engage with Vygotsky’s theories from a counter-colonial perspective, incorporating the insights of Antônio Bispo dos Santos, a leader in the Brazilian quilombola movement, alongside the contributions of decolonial scholars from the Global South.

Objectives

The primary objectives of this SIG are:
  • To explore how Vygotsky’s theories can be decolonized and reinterpreted through the lens of non-Western perspectives, incorporating the ideas of Antônio Bispo dos Santos and decolonial writers.
  • To integrate the counter-colonial insights of Bispo and build on the decolonial scholarship of key thinkers such as Aníbal Quijano, Walter Mignolo, and Sylvia Wynter, expanding Vygotsky’s socio-cultural theory.
  • To highlight and build upon the decolonial actions and initiatives already undertaken by scholars and educators in the Global South.
  • To provide a collaborative platform for advancing counter-colonial educational practices and theories based on Vygotsky’s ideas, enriched by decolonial thought.

Rationale

Reinterpreting Vygotsky’s work from a counter-colonial perspective aligns with the ongoing decolonial efforts in the Global South and the theoretical advancements made by decolonial scholars. This SIG will emphasize:

  • Epistemic Plurality and Decoloniality: Drawing on the work of Antônio Bispo dos Santos and decolonial scholars like Aníbal Quijano, who introduced the concept of “coloniality of power,” the SIG will challenge the Eurocentric application of Vygotsky’s theories and promote a pluralistic understanding of knowledge.

  • Resistance and Decolonization: Walter Mignolo’s concept of “border thinking” and Sylvia Wynter’s critique of Western humanism will inform how we reinterpret Vygotsky’s theories as tools for resisting colonial legacies in education.

  • Global South Contributions: The SIG will showcase and build on the significant decolonial efforts already undertaken by Global South scholars, who have been reworking Vygotsky’s theories in ways that align with local cultural contexts and resist colonial paradigms.

Activities

The SIG will engage in various activities to achieve its objectives, including:

  • Workshops and Seminars: Hosting events that focus on counter-colonial and decolonial interpretations of Vygotsky’s theories, featuring speakers from the Global South and decolonial scholars.

  • Collaborative Research Projects: Encouraging joint research initiatives that apply and critique Vygotsky’s theories in the context of Global South realities, integrating decolonial frameworks from scholars like Quijano, Mignolo, and Wynter.

  • Case Studies and Publications: Documenting and publishing case studies that highlight how Vygotsky’s theories have been adapted and transformed by Global South scholars and decolonial thinkers.

  • Conference Panels: Organizing panels at international conferences to present and discuss the counter-colonial and decolonial work being done with Vygotsky’s theories, promoting a broader understanding and application of these ideas.

Global South Actions and Decolonial Contributions

Several important initiatives and theoretical advancements have already been undertaken by scholars and educators in the Global South, which align with decolonial thought:

  • Aníbal Quijano’s Coloniality of Power: Quijano’s critique of the enduring legacies of colonialism in global power structures will guide discussions on how Vygotsky’s theories can be reinterpreted to challenge these legacies.

  • Walter Mignolo’s Border Thinking: Mignolo’s concept emphasizes the importance of thinking from the margins, which can be applied to reframe Vygotsky’s theories in non-Western contexts, particularly in education.

  • Sylvia Wynter’s Humanism Critique: Wynter’s work on the decolonization of the concept of the human will inform how we integrate Vygotsky’s ideas with a broader, more inclusive understanding of human development.

  • Latin America: Critical pedagogies, influenced by Paulo Freire and decolonial thinkers, have integrated Vygotskian ideas with a focus on empowerment, liberation, and the deconstruction of colonial educational practices.

  • Africa and Asia: In regions like Africa and Asia, Vygotsky’s theories have been reinterpreted to align with indigenous knowledge systems and communal learning practices, challenging the individualistic and Eurocentric applications of his work.

Expected Outcomes

  • Enriched Theoretical Frameworks: The integration of Bispo’s counter-colonial perspectives and decolonial scholarship from Quijano, Mignolo, and Wynter will contribute to a more inclusive and culturally responsive understanding of Vygotsky’s theories.

  • Influence on Educational Practices: The SIG aims to influence educational practices globally by advocating for the inclusion of non-Western epistemologies and countering colonial biases in education.

  • Increased Global Collaboration: The SIG will foster collaboration among scholars from diverse backgrounds, promoting the exchange of ideas and practices across different cultural and academic contexts.

Membership

The SIG is open to scholars, educators, students, and activists interested in exploring the intersection of Vygotsky’s theories with counter-colonial and decolonial perspectives, particularly those influenced by Antônio Bispo dos Santos and Global South initiatives. We welcome members from various disciplines, including psychology, education, anthropology, and cultural studies.

Conclusion

This SIG offers a critical platform to reexamine and expand Vygotsky’s work through the lens of counter-colonial and decolonial theory, enriched by the insights of Antônio Bispo dos Santos and the transformative actions already being undertaken in the Global South. By fostering these discussions and collaborations, the SIG will contribute to a more inclusive, equitable, and culturally diverse understanding of cognitive development and education.

References

Bispo, A. (2015). O Fogo e o Mato. Rio de Janeiro: Editora Azougue.

Quijano, A. (2000). Coloniality of Power, Eurocentrism, and Latin America. Nepantla: Views from South, 1(3), 533-580.

Mignolo, W. (2011). The Darker Side of Western Modernity: Global Futures, Decolonial Options. Duke University Press.